Our Aims and Objectives are:

To enhance the development and education needs of children under statutory school age in a parent involving, community-based group.

To provide a safe, secure and stimulating environment.

To offer children and their parents a service that promotes equality and values diversity.

We Offer Your Child:

A specially tailored curriculum leading to approved learning outcomes.

Individual care and attention made possible by a high ratio of adults to children.

The chance to join with other children and adults to play, work and learn together.

The support of a personal key-worker who makes sure your child makes satisfying progress.

Opportunities for you and your family to be directly involved in the activities of the group and in your own child’s progress.

Our Pre-School meets at the following times (times are reviewed regularly)

Monday - Friday from 9am - 3pm.

Morning Session - 9am- 12pm.

Lunch Club - 12pm - 12.30pm

Afternoon Session - 12.30pm - 3pm.

Our Pre-School offers education and care for children below school age and over the age of two years nine months. Consideration is given to the holidays needs of parent/carers and children of all religions. 
 

Curriculum

Within the group all children are supported in developing their potential at their own pace. Our key-worker/play plan system enables us to ensure a planned curriculum tailored to the needs of each individual child as stated in the Curriculum Guidance for the Foundation Stage published by the Qualifications and Curriculum Authority and the Department of Education and Skills. For each area the guidance sets out early learning goals. These goals state what it is expected the children will be able to do by the end of the reception year of their education. For each early learning goal, the guidance sets out stepping stones which describe the stages through which children are likely to pass as they move to achievement of the goal. We use these early learning goals and their stepping stones to help us to trace each child’s progress and to enable us to provide the right activities to help all the children move towards achievement of these goals.

Communication, Language and Literacy

In both small and large groups children are encouraged to extend their vocabulary and fluency by talking, listening, hearing and responding to stories, songs and rhymes as well as getting to know the sounds and letters which make up the words we use. Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and when they are ready, to use drawn and written symbols for themselves. A well- stocked book corner gives every child the opportunity and encouragement to become familiar with books, how to handle them and to become aware of their uses both for reference and as a source of stories and pictures.

Emotional, Personal and Social Development

Within a nurturing environment children are individually supported in developing confidence, autonomy and self-respect and to look after their own personal hygiene needs. They are encouraged to work and concentrate independently and also to take part in the life of the group, sharing and co-operating with other children and adults. Through activities, conversation and practical example they learn acceptable ways to express their own feelings and to have respect for the feelings of others. All children are given the opportunity (as appropriate) to take responsibility for themselves and also for the group, its members and its property.

Mathematical Development

By means of adult supported practical experience children become familiar with sorting, matching, sequencing and counting activities, which forms the basis for early maths. As they use their developing mathematical understanding to solve practical problems children are assisted to learn and use the vocabulary of mathematics. Identifying objects by shape, position, size, volume and number. Songs, games and picture books help children become aware of number sequences and when they are ready to use simple mathematical operations such as adding and taking away.

Knowledge and Understanding of the World

A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They learn to observe the features of objects and substances, recognising differences, patterns and similarities and to share and record their findings. Children are assisted in exploring and understanding their environment both within the group and also in the wider community learning about their own and other cultures. A range of safe and well maintained equipment enables children to expand their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems.

Physical Development

A range of equipment and opportunities allow children to develop confidence and enjoyment in the use and development of their own body skills which include learning about the importance of and how to look after their bodies. A high level of adult supervision enables children safely to create and meet physical challenges, developing increasing skills and control in moving, climbing and balancing. At the same time children are supported in the development of the fine motor skills required to use tools including pens and pencils and to handle small objects with increasing control and precision.

Creative Development

Children are encouraged to use a wide range of resources in order to express their own ideas and feelings and to construct their individual experiences in two and three dimensions. Art equipment including paint, glue, crayons and pencils as well as natural and discarded resources, provides for an open-ended exploration of colour, shape and texture and the development of skills in painting, drawing and collage. Children join in with and respond to music and stories plus there are many opportunities for imaginative role-play both individually and as part of a group.

Play

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children think. The Pre-School uses the early learning goals and their stepping stones to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities the children decide how they will use the activity and, in others, the adult takes the lead in helping the children to take part in the activity.

Working together for your children

We are proud of the high ratio of adults to children in our group. This ensures individual attention to the needs and development of each child enables us to talk with the children about their interests and activities and allows the children to explore and be adventurous in safety.

Key-workers

Our key-worker/play plan system gives each member of staff particular responsibility for just a few children. Each child in the group has one special adult to relate to, which can make settling into the group very much easier. In addition the key-worker is in a position to tailor the group’s curriculum as stated in the Curriculum Guidance for the Foundation Stage to the unique needs of each individual child. The key-worker maintains links with the child’s home setting, working with parents through shared record keeping to ensure that all children are supported in reaching their full potential.

Records of Achievement

The Pre-School keeps a record of achievement for each funded child. Your child’s record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress. Within the Pre-School we are able to implement an excellent observation system in which observations of the child in the group are used as a basis for drawing up a curriculum for the children.

Training

As well as gaining qualifications in early years care and education, the Pre-School staff take part in further training to help them to keep up-to-date with thinking about early years care and education. Our on-going early years training needs are met by regular updates on courses available via the Pre-School Learning Alliance publication ‘Horizon’ and Hampshire County Council which offer both staff and parent’s formal and informal training which are available locally.

The Pre-School also keeps itself up-to-date with best practice in early years care and education through the Pre-School Learning Alliance’s magazine Under Five and publications produced by the Pre-School Learning Alliance. These are available for you to read.

How Parents take part in the Pre-School

The Pre-School Learning Alliance recognises parents as the first and most important educators of their young children. Our Pre-School aims to support parents. Parents are welcomed:

To help at sessions of the Pre-School.

Exchange knowledge about their children’s needs, activities, interests and progress with the staff.

To take part in the management of the Pre-School.

Share their own special interests with the children.

To represent the Pre-School at branch and county activities of the Pre-School Learning Alliance.

To attend open meetings of the Pre-School Learning Alliance.

To attend training courses, workshops and conferences organised by the Pre-School Learning Alliance.

Parent/Carer Rota

Research shows that children learn better when their parents are involved. Our rota system involves all parents in helping in the group on a regular basis (a list is sited on the door to the equipment cupboard). The rota system provides a valuable opportunity for all children to see their own parents/carers in a new role.

The Session

The Pre-School organises its sessions so that the children can choose from and work at a range of activities and in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others.

Outdoor activities contribute to children’s health, their physical developments and knowledge of the world around them. The children have the opportunity and are encouraged to take part in outdoor child-chosen and adult-led activities, as well as those provided in the indoor playroom.

Policies

Our policy statements are available for inspection from the Pre-School Leaders. They cover: Admissions, Safety, Health and Hygiene, Settling into Pre-School, Behaviour, Parental Involvement, Special Educational needs/disability, Equality and Diversity, Equipment and Resources, Staffing and Employment, Diet, Child protection, Student placement, Confidentiality, Complaints procedures, Non-collection of children, Staff and Volunteer Induction and In Service Training.

All our policies are designed to offer the best possible experience for the children and families in the group. Our policies are reviewed on a regular basis and comments and suggestions from parents are always welcome. If you would like an individual copy of any of our policies, please ask and a photocopy will be made for a small donation to cover costs.

Snacks and Drinks

We make snack and drink time a social time for the children where they all sit at a table. The children can choose a healthy snack (eg fruit, raisins, breadsticks) and a drink of milk or water. Children are encouraged to pour their own drinks and to choose their snacks independently. Please tell us if your child has any dietary needs and we will make sure that these are met.

Special Needs

Children with special needs are welcomed to the Pre-School as long as it is deemed an appropriate place to address their needs. This would be carried out through a case conference in conjunction with the relevant outside agencies, so that everyone involved with the child is aware of how the child’s needs must be addressed and the support for them is available. Staff ratios would be adjusted as deemed necessary.

Each child with and without disabilities or learning difficulties is able to progress at his/her own rate in all areas of development. We are experienced in working in close liaison with professionals across the range of special needs. Our Equal Opportunities Policy entitles all children to be treated fairly and equally. If you would like to discuss the group’s ability to meet your child’s needs, please talk to the Pre-School Leaders or your child’s key-worker.

The Pre-School works to the requirements of the 1993 Education Act and the Special Educational Needs Code of Practice (2000). The Pre-School's Special Educational Needs Co-ordinator is Fiona Cotterell.

Management and Administration

Decision Making

The Pre-School is run by an elected committee which ensures that major decision making is in the hands of the parents who use the group. The committee are responsible for reviewing both policy and practice, managing the pre-school’s finances, making sure that the pre-school works in partnership with the children’s parents and for the employment and appraisal of members of staff. Our Annual General Meeting is open to all parents of the children who attend the pre-school at which the committee for the following year is elected, and is a time for looking back over the previous year’s activities. The AGM is held in October and parents will be informed in good time so they are able to attend. The names of all committee members are displayed on our notice board with our chairperson’s telephone number.

A copy of our constitution can be taken away on request.

Fees

Fees are £12.00 for a morning session, £3 for lunch club and £10 for an afternoon session payable each term in advance; this is in line with Early Years Education (EYE) funding. These fees will be revised in September, January and April each year. Fees continue to be payable if a child is absent without notice or for a short time. In cases of prolonged absence parents should consult the supervisors/committee about fee payment. Each child’s attendance at the Pre-School is conditional upon continued payment of any necessary fees and/or Early Years Education (EYE) Funding. EYE funding is available the term after your child is 3. This funding covers a maximum of 15 hours per week. 

When adding your child’s name to our waiting list a £25 deposit will be required to secure your place. This will be deducted from your first terms invoice.

Starting Pre-School

The First Days

A child who is tense or unhappy will not be able to play or learn properly, so it is important for parents and pre-school staff to work together to help the child to feel confident and secure in the group. This can take longer for some children than for others and parents should not feel worried if their child takes a while to settle.

What to Wear

In order to feel free to explore and experiment with all kinds of materials including messy ones, it is best to send children dressed in clothes that are easily washable or not too new. We also have the use of outside facilities so please ensure your child brings a coat hat and gloves (in winter) and wears shoes appropriate for outdoor pursuits e.g. trainers. Sweatshirts and polo shirts bearing the Pre-School logo are available to buy, please ask a member of staff for more information. Please name all your children’s coats, sweatshirts, hats etc.

The pre-school encourages children to gain the skills which help them to be independent and look after themselves. Simple clothing they can handle themselves will enable them to go to the toilet when they want to and to put on and take off their outdoor clothes, e.g. pull up trousers and Velcro trainers.

Sickness or Accident

If your child becomes ill at pre-school, we will contact you straight away (so please ensure we always have your up-to-date details) to arrange collection. If your child has an infectious illness, please keep them at home, but let us know! They should stay at home until risk of passing on the infection has passed. Where there has been sickness or diarrhoea, please keep them at home for 48 hours after the last episode. If your child has an accident at pre-school you will be informed of the details and if it is not sufficiently serious to warrant contacting you during the session, you will be informed at the end of the session and asked to sign our accident book.

Receiving your children’s paintings and works of art

A child’s own painting/drawing or creation will be an individual piece of art, as you receive it positive comments from you will help build self-esteem and give then confidence to achieve their full potential, but please remember that playing with their peers is also a very important part of pre-school life.

Parking

It is important that we do not inconvenience anyone when dropping off and collecting children from Pre-School. Please may we suggest the following be taken into account at these times.

Please drive through the village with care.

Park carefully and with consideration to others.

Please park in the car park or along the road when necessary.

Please do not block any driveways in the village.

We hope that you and your child’s time at Cuckoo Meadow Pre-School will be a very happy and productive one and that you will find taking part in our activities interesting and stimulating. We operate an open door policy Cuckoo Meadow Pre-School encourages and values parent/carer involvement, the staff and committee are always ready and willing to talk with you about your ideas, views and questions.

For further information about the Pre-School Learning Alliance please send a large SAE for a free catalogue to: Pre-School Learning Alliance, 69 Kings Cross Road, London WC1X 9LL.

If you wish to make a complaint to Ofsted they can be reached at:
Early Years, OFSTED, Dukes Court, Dukes Street, Woking. Surrey. GU21 5EP.
Telephone number 0845 601 4772


Updated May 2008